ABSTRACT
One school provided a particularly good example of whole-school, collaborative teaching, incorporating a multicultural perspective. From the start, it was evident that the teachers were already engaged in ongoing action research, and that all of them were 'reflective'. Due to the flexibility of teaching methods and approaches, the children adapt readily to new ideas, provided the framework in which they are presented is secure and well structured. Such confidence, enthusiasm, and openness made this an ideal environment for exploring teachers' ideas and approaches to multiculturalism in action. The early mathematical concepts illustrated in the dialogue between two 5-year-olds bear out their teacher's hypothesis that children make the transition to theory from real-life experience. Recording and discussing the mathematics project had been a beginning. What had started out as an exploration of multicultural issues was moving towards looking at the different ways in which staff relationships were making this possible.
